title: Evaluation of the utility of a discrete-trial functional analysis in early intervention classrooms.
abstract: We evaluated a discrete-trial functional analysis implemented by regular classroom staff in a classroom setting. The results suggest that the discrete-trial functional analysis identified a social function for each participant and may require fewer staff than standard functional analysis procedures.
authors.affiliation: UNIVERSITY OF OREGON.
authors.forename: Tiffany
authors.initials: T
authors.lastname: Kodak
authors.forename: Wayne W
authors.initials: WW
authors.lastname: Fisher
authors.forename: Amber
authors.initials: A
authors.lastname: Paden
authors.forename: Nitasha
authors.initials: N
authors.lastname: Dickes
mesh_terms: D001288:Attention; D001321:Autistic Disorder / Q000150:complications; D001521:Behavior Therapy / Q000379:methods*; D001526:Behavioral Symptoms / Q000209:etiology / Q000628:therapy*; D002648:Child; D002675:Child, Preschool; D018479:Early Intervention, Educational / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D017063:Outcome Assessment, Health Care / Q000379:methods
keywords: autism; discrete trials; early intervention; functional analysis